Remote Learning Supplemental Information and …



Remote Learning Supplemental Information and ResourcesUpdated: December 11, 2020Building off of the Remote Learning Guidance for Fall 2020, issued on July 24, 2020, the Department of Elementary and Secondary Education (DESE) is issuing supplemental information and resources to support districts and schools in refining and finalizing their remote learning plans and preparing for the start of the school year. As demonstrated in the chart above, regardless of a district’s or school’s reopening model – in-person learning with new safety requirements, hybrid learning, or fully remote learning – all schools will be providing remote learning to some extent. This document provides recommendations, resources, and examples for remote learning across three critical areas:High-quality curriculum and instructional materialsStrong curricular materials are?—critical and powerful tools, especially during this uncertain time.??Districts that have coherent, high-quality curriculum have been able to pivot more easily and have seen more coherence among teachers during the pandemic.?They help teachers?align their expectations to state standards?designed to keep students on track for success while providing guidance on how to tailor instruction to individual students’ needs.?They are engaging, challenging, and culturally-relevant.?Additionally,?compared to other popular interventions, upgrading learning materials is?highly cost-effective.?The Department has compiled a number of resources to support districts in selecting and using high-quality curriculum and instructional materials and in supporting teachers to bring them to life, especially in hybrid or remote learning environments.See Appendix 1 for high-quality curriculum resources and Appendix 2 for supplemental virtual content anizing student schedules for structured learning timeAll students, including those learning remotely, must receive at least the minimum amount of required instruction for the 2020-2021 school year:850 hours for elementary schools, or 5 hours per day over 170 days935 hours for secondary schools, or 5.5 hours per day over 170 daysThroughout the school day and week, students learning remotely should experience a combination of instructional activities, such as: live, synchronous instruction;?small group or individual academic support;?and?asynchronous,?independent work time;?and have access to teachers or staff members at a regularly scheduled time to monitor ongoing progress and needs.?With family input, schools should create and adhere to a consistent schedule of synchronous?and asynchronous?learning time for each child. During asynchronous periods, schools should provide clear expectations for what students should be working on, what they need to submit, and when any assignments are due. Schools should take into consideration student and family schedules and allow for flexibility for students to complete asynchronously assigned tasks based on family schedules (such as in the evenings, on the following day, or at the end of a week). Students and families should clearly understand how attendance will be taken, how they will receive feedback on work completed asynchronously, and how they will be evaluated (such as grades).Whether they are engaging in synchronous or asynchronous work, students learning remotely should have access to rigorous, relevant content;?spend?time in?a range of?content areas, including specials and enrichment;?and?have?opportunities to exercise their voice and choice in activities.?Recommendations related to time ranges for student learning in different content areas can be found in Appendix 3. Special considerations for Grades 9-12 are highlighted in Appendix 4. A sample schedule can be found in Appendix anizing educator time to maximize time with studentsFor districts and schools operating an in-person or hybrid learning model, educators and staff members may be stretched across multiple learning environments, limiting their ability to directly engage with all students at all times. In these cases, it may be necessary for a district or school to supplement live teacher instruction and support with asynchronous, student-directed content. In these scenarios, it is recommended that:Students have opportunities to connect with adults from school as often as possible but at least once a day, for both relationship-building and academic support.Schools provide as much synchronous instruction and/or direct support as possible.Teachers provide regular, targeted, individualized or small-group instruction to students who are not meeting grade-level standards or who need additional support.Districts and schools that are operating fully remotely are not limited by the same staffing constraints that in-person and hybrid models may experience. In this model, it is recommended that:Educators provide direct services to students for a comparable amount of time as they would typically provide in person, with students receiving direct instruction, support, or having access to a teacher for the majority of the scheduled school day.Schools and districts maximize the use of all educators to support students, including teaching or co-teaching a class, working with students individually or in small groups, facilitating independent work time, hosting advisory or office hours, providing feedback on student work, meeting with students and families, etc. Educators incorporate a variety of instructional activities, including those that allow students to move away from or turn off their screens and those that include physical movement, reading, writing, and working with physical materials.For additional information on structuring student teacher time, refer to Appendix 5.Appendix 1: Resources and Support for High-Quality Curriculum and Instructional Materials (Updates for Option 2 in Fall Remote Learning Guidance, pg. 11)Resources and Available Support to DistrictsCURATE (Curriculum Ratings by Teachers), convenes panels of Massachusetts educators to review and rate evidence on the quality and alignment of specific curricular materials to Massachusetts standards as well as accessibility for students and usability by teachers. Reviews result in the publication of user-friendly reports that help districts cut through the noise in the curricular materials marketplace for ELA, math, and science. Curricular materials rated as “meets expectations” qualify for a statewide master service agreement, making them easier for districts to procure. The Evaluating & Selecting High-Quality Instructional Materials for ELA, Math, and Science Network supports district teams to engage in a recommended four-phase process to select high-quality instructional materials for ELA, math, and/or science in any K-12 grade span. This Quick Reference Guide provides an overview of this recommended process. If your district is considering high-quality instructional materials as part of its long-term continuous learning and/or Student Opportunity Act plan, then consider joining this network, which combines three in-person differentiated sessions with monthly personalized virtual support. To apply, click here. For more information, please contact the content-specific person:ELA, HYPERLINK "mailto:Woodly.Pierre-Louis@" Woodly.Pierre-Louis@ Math, Ian.T.Stith@ Science, Nicole.Scola@High-Quality Instructional Materials and Remote Instruction DESE’s Center for Instructional Support is offering a five-part online module series that reviews key instructional practices and provides tips and strategies for remote teaching aligned to the Standards and Indicators of Effective Practice and the MA Curriculum Frameworks for ELA/Literacy, Math, History/Social Science, and Science. Registration is coming soon. Questions: Claire.J.Abbott@EdReports is releasing “Instructional Materials Technology Information Templates” from publishers to help local schools and districts better understand the digital design and capabilities of their instructional materials and to empower districts with information to select materials that will work best given technological capabilities and instructional vision.The Collaborative for Student Success is publishing adjustments that the highest rated curriculum publishers (defined by a “green” rating by EdReports) will be making for the 2020-21 school year. Publications focus on adjustments to curriculum scope and sequence, use of the materials in hybrid and remote settings, and support for students and families. The Council of Chief State School Officers (CCSSO) is sharing recommendations for high-quality materials (based on EdReports or the Louisiana Department of Education reviews) that support all district contexts and include free resources (open education resources).Appendix 2: Supplemental Virtual Content Resources (Update for Option 3 in Fall Remote Learning Guidance, pg. 12)While it is recommended that districts and schools select high quality, comprehensive curriculum and instructional materials through the resources listed in Appendix 1, there are many resources available that provide supplemental virtual content that educators can incorporate in a way that builds upon their current curriculum, enhances student engagement, voice, and choice, and that meets specific needs for delivering instruction remotely. Below is a list of vetted virtual content resources for various grade spans and subject areas.GRADES K-2 Supplemental Virtual Content ResourcesDaily learning experienceResources and notes for teacher planningReading foundational skillsFlyleafEVERFIHeggertyEngaging with complex text and writingCKLAEL EducationGreat MindsIn K-2, this should entail read-aloud with discussion and response to text.Independent reading or listeningEpicRivetStories PodcastLocal libraries’ digital lending servicesMath Great Minds Khan AcademyST Math ZEARN MathScience, Technology and Engineering or History and Social ScienceC3 InquiresKidCitizenMystery Science NSTA Daily DoNext Generation ScienceArts and physical educationBrainPop Jr. (Music) Carle’s Art Studio (Visual Art) PBS (Theatre) PBS (Dance) Exploration and playYoung children learn through exploration and play, such as building with blocks, exploring nature, pretend play, and games. Schools should support students in grades K-2 to learn through play at home and can provide resources such as:#AtHomewithFCRR family reading gamesBoston Children’s Museum Play and Learning ActivitiesGRADES 3-5 Supplemental Virtual Content ResourcesDaily learning experienceResources and notes for teacher planningReading foundational skillsFlorida Center for Reading ResearchEngaging with complex text and writingCKLAEL EducationGreat MindsIndependent reading or listeningEpicRivetLocal libraries’ digital lending servicesMath Great MindsKhan AcademyST MathZEARN MathScience, Technology and Engineering Mystery Science Next Generation ScienceNSTA Daily DoHistory and Social ScienceC3 InquiresKidCitizenArts and physical educationNAEA’s Remote Learning Toolkit (Visual Art) PBS (Theatre) PBS (Dance) Smithsonian Folkways (Music) GRADES 6-8 Supplemental Virtual Content ResourcesDaily learning experienceResources and notes for teacher planningELA/LiteracyCommonLitEL EducationGreat MindsMath Carnegie LearningGreat MindsKhan AcademyIllustrative Math: Kendall Hunt, LearnZillion, McGraw-Hill ST MathScience, Technology and Engineering Concord ConsortiumNext Generation ScienceNSTA Daily DoHistory and Social ScienceC3 InquiresFacing HistoryiCivicsStanford History Education Group World languages, digital literacy and computer science, and/or Digital CitizenshipArts and physical educationCitizen DJ (Music/Theatre/Media Arts) NAEA’s Remote Learning Toolkit (Visual Art) PBS (Theatre) PBS (Dance) Smithsonian Folkways (Music) Independent readingProject GutenbergLocal libraries’ digital lending servicesAppendix 3: Suggested Time Ranges for Student LearningThe embedded time ranges included in the charts below do not require or prescribe a specific schedule, nor an amount of synchronous or asynchronous learning time. Some synchronous time is critical for learning as well as for community connection and engagement. Synchronous learning is also necessary for some specialized services. However, the exact balance of synchronous and asynchronous instruction will vary depending on reopening models, available staffing, and other school-specific considerations. The suggested time ranges provide guidance for educators to plan daily learning experiences for students, which may incorporate less time in one area some days, and more time other days. Schools must ensure scheduled activities meet the minimum structured learning time requirements each day, as using the minimum recommended time ranges listed for each experience may not achieve this requirement.GRADES K-2 Recommended time ranges for fully remote learningDaily learning experienceSuggested time for students to engageMorning Meeting/ Community Time15-20 minsReading Foundational Skills15-30 minsEngaging with Complex Text and Writing30-60 minsTargeted Literacy Instruction15-30 minsIndependent Reading or Listening20 mins+Math 60 minsScience, Technology and Engineering or History and Social Science30-60 minsArts and Physical Education30-50 minsExploration and PlayAs much as possible incorporated throughout the dayGRADES 3-5 Recommended time ranges for fully remote learningDaily learning experienceSuggested time for students to engageMorning Meeting/ Community Time15-20 minsReading Foundational Skills15-30 minsEngaging with Complex Text and Writing40-60 minsTargeted Literacy Instruction20-30 minsIndependent Reading or Listening30 mins+Math 60 minsScience, Technology and Engineering 30-50 minsHistory and Social Science30-50 minsArts and Physical Education30-50 minsGRADES 6-8 Recommended time ranges for fully remote learningDaily learning experienceSuggested time for students to engageCommunity Circle/ Advisory15-45 minsELA/Literacy45-50 minsMath 45-50 minsScience, Technology and Engineering 45-50 minsHistory and Social Science45-50 minsWorld Languages, Digital Literacy and Computer Science, and/or Electives45-50 minsArts and Physical Education45-50 minsIndependent Reading30 mins+Alternatively, middle schools may consider remote “block scheduling” with longer amounts of time dedicated to each subject and a rotation of subjects by semester. Similar to block scheduling in-person instruction, addressing fewer subjects with more time dedicated to each may be preferable?because it could?simplify?communications,?reduce?the number of teachers working with any given student,?and allow?students to focus and go deeper into learning in a smaller number of content areas each semester.?To enact “remote block scheduling,” schools may consider doubling the time ranges for certain subjects and offering those subjects to students over alternating semesters. For instance, a sixth grade class may use the following “remote block schedule”:Classes in Quarter 1Classes in Quarter 2ELA/Literacy (50 mins daily)ELA/Literacy (50 mins daily)Math (50 mins daily)Math (50 mins daily)Science (100 mins daily)History / Social Science (100 mins daily)World Language (100 mins daily)Computer Science (100 mins daily)Arts and Physical Education (50 mins daily)Arts and Physical Education (50 mins daily)Appendix 4: Special Considerations for Grades 9-12High school schedules differ from those of younger students in that coursework completion and grading “fuels” a high school transcript that is used to provide information and give access to opportunity for post-secondary life in college and career. Also, in high school, courses are typically taken just once, and that content will not be repeated in their educational career. Thus, it is critical that high school students receive schedules based on their individual credit and course content needs.Students should enroll in courses according to the school’s normal requirements and processes, with the goal of mastering grade-level skills and building college and career readiness. School officials, in counsel with the student and reflecting on that student’s?skills and priorities, should design a full and appropriate schedule for each individual student. Then?the?student should receive remote instruction and coursework for each of those courses commensurate with what they would have received in person.?While high school schedules are much more varied than schedules at other educational levels, schools should assure that students are accessing the skills and knowledge?detailed in the Massachusetts Curriculum Frameworks for their grade level. In cases where schools have limited teaching staff to support remote courses (such as for particular courses), districts may consider purchasing individual courses with certified educators?provided, such as through a partnership with Commonwealth Virtual Schools (download for additional information).Schools and districts should also consider student agency throughout the scheduling process.?High school students?should have an opportunity to plan for their academic, personal/social,?and career success through an individual planning process such as?My Career and Academic Plan (MyCap).?This may include scheduled time with school counselors and other engaged educators to meet the needs of college and career planning in both a group and individual?setting.?? Actual time on learning and synchronous time on learning may differ greatly for different students, particularly students who are able to work independently to meet the grade level standards of their coursework, such as through asynchronous coursework like Florida Virtual School or Edgenuity (download for additional information). Students in Chapter 74, Perkins, Innovation Pathways, early college, and other specialized programs may also have very variable schedules to meet the requirements of that programming.Below is an example schedule utilizing a block format that could be adapted for remote instruction but would vary depending on individual student credit and coursework needs.A BlockB Block30 minsAdvisoryAdvisory90 minsMathELA30 minsOffice Hours / Independent WorkOffice Hours / Independent Work60 minsLunch / Office Hours / Independent WorkLunch / Office Hours / Independent Work90 minsScienceSocial Studies90 minsElective 1Elective 2The schedule above could be used for both synchronous and asynchronous courses and instruction. Students may participate in synchronous instruction with district/school-provided teachers for each course, or they may navigate courses independently with regular check-ins and support through an assigned teacher (such as during office hours or scheduled individual check-ins). Districts should ensure each student engages in daily interaction with an educator and peers for both social connection and academic support.Appendix 5: Sample ScheduleThe illustrative example presented here highlights key considerations related to teaching capacity, use of synchronous and asynchronous instruction, and structuring of screen time to be developmentally appropriate for the student. For districts and schools operating in-person or hybrid learning models, teachers will require more flexibility to leverage asynchronous learning while maximizing opportunities for student support and feedback. On the other hand, teachers serving fully remote districts and schools will need to determine different ways to use on- and off-screen time to design a full day of teacher-directed and -facilitated instruction.The schedule below consists of 4.5 hours of structured learning time that is directed and facilitated by a teacher and 45min. of structured learning time that is asynchronous. Of the 5 hours and 15min. of learning time represented, around 2.5 hours require synchronous screen time. It demonstrates one way structured learning time, screen time considerations, and teacher-directed and -facilitated time may be organized on a given day. As students progress in age and self-direction, schedules may incorporate more independent practice or self-directed study, with a teacher “on screen” and available to help. TimeElementary Student ScheduleScreen Time Considerations30 minsCommunity CircleFully synchronous for community building but incorporates 15 mins of non-screen reflection/writing, meditation/relaxation, physical movement, etc.60 minsELAConsists of:10 mins of synchronous instruction, discussion, guided practice40 mins of small group or independent practice (off screen, with teacher on screen and available for support)10 mins of share out/wrap up/closing60 minsScience/Social Studies (Rotation)Consists of:10 mins of synchronous introduction35 mins of lab activity/reading/writing (off screen, with teacher on screen and available for support)10 mins of synchronous discussion5 mins of wrap up/closing60 minsFlex (Recommended: Lunch/Play/Break/ Independent Work)Off screen60 minsMathSimilar to ELA block45 minsSpecials (Asynchronous)Teacher pre-records a video introducing the day’s activity/assignment and provides required instruction, but builds in as much time as possible for students to engage in and complete the activity without use of screens.30 minsEnrichment/Small Group Instruction (Rotation)Student has options for enrichment days, which may include a screen and non-screen-based activity; small group instruction is mostly synchronous30 minsFacilitated Independent Reading and Class ClosingTeacher directs/monitors reading, is available for questions, and supports students individually; students are mostly off-screen ................
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